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225352-CP-1-2005-1-RO-GRUNDTVIG-G1Project “Curriculum for Adult Education in Rural Areas - CAERA”
Rural Activization/ Community Development - Romania
Training methods examples
Community actors and relationship map
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Competenceaddressed / objective
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Identifying main actors from a community, which can support anaction (person, groups, institutions)
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Making a clear and relevant presentation in front of a group (someparticipants only)
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Timing
5 min instructions, 15 min small group work, 10-15 min x number of small groups
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Materials
Flipchart paper, markers
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Size of the group
Max 25 participants working in small groups of 3-5 members
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Instructions
Each small group is given flip-chartpaper and markers. The group hasto draw groups and institutionsfrom their community in generaland the relationship between all of them or, if all group members arefrom one institution, to representthe outside entities affecting their institution. The relationships arerepresented with the followingsymbols:- - - - - weak relationship ______ good relationship====== very good relationship/\/\/\/\/\/\/ conflictual relationship-€--€--€- relationship bringing financial resources (other symbols for other types of resources)
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Analysis
A representative from each small group presents the drawings in theplenary and all the group discusses the results.
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Suggestion for thetrainer 
The trainer can encourage the discussion using some of the followingquestions:- did the small group represented all the relevant actors?- what did we discover doing this drawing?- what can we do to strengthen certain relationships? Diminishcertain conflicts?- what do we do to motivate those bringing resources? Etc.
 
225352-CP-1-2005-1-RO-GRUNDTVIG-G1Project “Curriculum for Adult Education in Rural Areas - CAERA”
The Donnor („Frau Bertha Müller din Dortmund”)
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Competenceaddressed / objective
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Using in an efficient manner various sources of information. (other people, printed and electronic sources)
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Making a clear and relevant presentation in front of a group (someparticipants only)
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Timing
10 min instructions, 1 hour small group work, 10-15 min x number of small groups
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Materials
One computer with Internet access for each small group, local YellowPages, access to a phone.
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Size of the group
Max 25 participants working in small groups of 3-5 members
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Instructions
The group is told the followingsituation: a lady born in their town/village has emigrated to aforeign country where she has acomfortable financial situation. Thisperson announced an old schoolfriend still living in the town/villagethat she will contribute with allneeded money for the writing andprinting of a book/brochure describing the native place – history,special stories, fotos, etc. The group shall write a letter to the ladywith as many concrete details as possible in order to convince her todonate the amount. Some ideas would be:- a proposal for the content of the book/brochure and who can writeeach chapter / where shall the information be found- how much are the lay-out & printing costs (3 different options)- how long would take to make the book/brochure- to whom shall be book/brochure be distributed and how much arethese costs
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Analysis
How was the necessary information found? Which sources did theyused and what did they preferred? (e.g. Internet versus askingacquaintances). If small groups used different ways – what are thearguments for certain methods?
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Suggestion for thetrainer 
The scenario shall be creatively adapted to the situation of the localgroup and profile of potential informal donors in the area.
 
225352-CP-1-2005-1-RO-GRUNDTVIG-G1Project “Curriculum for Adult Education in Rural Areas - CAERA”
The Galery
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Competenceaddressed / objective
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Elaborating a collective petition
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Addressing feed-back
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Timing
10 min instructions, 30-45 min small group work, 5 min x number of posters min feed-back, 30 min plenary conclusions
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Materials
Flipchart paper, markers, post-it paper 
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Size of the group
Max 25 participants working in small groups of 3-5 members
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Instructions
Each small group identifies aproblem they want to address andwrites a letter / petition to oneinstitution who could fix thesituation. The letter is written on aposter and then hanged on thewall.
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Analysis
After the posters are ready the trainer explains the principles for aconstructive feed-back and gives all participants post-it paper to writecomments about the way the letter / petition was written. The trainer then reads the post-its and draws conclusions together with theparticipants.
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Suggestion for thetrainer 
Additionally, the participants can be asked on the written evaluationform at the end of the day what were the things learned from thisexercise.
Letter to myself 
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Competenceaddressed / objective
Reminding key training ideas and insights to participants
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Timing
10-20 min
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Materials
A4 paper, pens, envelopes
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Size of the group
Unlimited
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Instructions
Each participant shall write a memo to oneself with main ideas andlearning of the training, special insights during the training, actionplans (if the case). After the letter is written, the paper is put in anenveloped with own post-address on it and sealed.
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Analysis
-
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Suggestion for thetrainer 
Send the sealed self addressed letters to the participants within 3-12months after the training.
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